Developing and conducting appreciative inquiry interviews

2021 ◽  
Vol 29 (4) ◽  
pp. 36-43
Author(s):  
Fiona Arundell ◽  
Athena Sheehan ◽  
Kath Peters
Keyword(s):  
Appreciative Inquiry

Socialization Model of Tacit-Tacit Transfer Knowledge through Appreciative Inquiry Approach

2017 ◽  
Vol 1 (1) ◽  
pp. 7-14
Author(s):  
Ani Wahyu Rachmawati
Keyword(s):  
Appreciative Inquiry ◽  
Management Theory ◽  
Transfer Of Knowledge ◽  
Mutual Trust ◽  
Seci Model ◽  
Inquiry Approach ◽  
Positive Sense ◽  
Knowledge Management Theory ◽  
Conceptual Paper ◽  
Conceptual Research

The aims of study is to describe combination of two big theory between Socialization model of tacit-tacit transfer knowledge and appreciative inquiry approach conceptually. This research idea comes to find better ways in tacit-tacit transfer of knowledge in knowledge management theory. This research is conceptual research and the limitation is about empirical study itself. The result of conceptual paper combine the process of tacit-tacit tansfer knowledge and appreciate inquiry in mental model, creative dialogue and develop mutual trust. Appreciative inquiry as a method to increase positive sense in tranfer knowlegde can be applied in tacit-tacit transfer knowledge phase in SECI Model.

The Potential for Appreciative Inquiry in Tourism Research

2008 ◽  
Vol 11 (3) ◽  
pp. 281 ◽  
Author(s):  
Eliza Marguerite Raymond ◽  
C. Michael Hall
Keyword(s):  
Appreciative Inquiry ◽  
Tourism Research

An appreciative inquiry to identify the continuing education needs of Aboriginal and Torres Strait Islander health practitioners in regional Queensland

2020 ◽  
pp. 1-11
Author(s):  
Julie-Anne Martyn ◽  
Ann Woolcock
Keyword(s):  
Continuing Education ◽  
Appreciative Inquiry ◽  
Torres Strait Islander ◽  
Quality Care ◽  
Career Aspirations ◽  
Future Research ◽  
Advisory Group ◽  
Health Practitioners ◽  
Torres Strait ◽  
Torres Strait Islander Health

Abstract Aboriginal and Torres Strait Islander health practitioners (Practitioners) have a broad scope of practice and play a pivotal role in addressing health disparities for Aboriginal and Torres Strait Islander people. Practitioners are required to maintain knowledge and skill levels to provide ongoing quality care. However, continuing education (CE) opportunities for Practitioners in regional areas are limited and little is known about the types of CE best suited to Practitioners. This study aimed to identify the CE needs of Practitioners working in a South-East Queensland region in Australia. Participatory action research and appreciative inquiry were combined in this multi-staged study. A local Aboriginal and Torres Strait Islander advisory group provided cultural guidance for the study design and implementation. Supervisors and Practitioners from two Aboriginal Medical Services consented to participate. In stage one of this study, the supervisors were interviewed and the Practitioners contributed to focus groups. The Practitioners prioritised their CE needs in the second study stage using a questionnaire. The participants identified Practitioner CE needs and group 2 listed their career aspirations and the best practitioners were described as ‘Deadly’. The Deadly practitioner had diverse practice knowledge, skills and attributes. The Practitioners had career aspirations beyond their role and a desire to learn. However, their career advancement was stifled by a lack of CE opportunities. CE in regional areas is limited. Practitioners are disadvantaged by exclusion. Enhancing CE opportunities for Practitioners will positively impact the health of regional Aboriginal and Torres Strait Islander communities by building social capital. Therefore, future research on Practitioner roles and CE is needed.

Appreciating Large Classes: Using Appreciative Inquiry to Foster a Hospitable Learning Space for Experiential Learning

2021 ◽  
pp. 105256292098012
Author(s):  
Mai P. Trinh ◽  
Chantal van Esch ◽  
Hector A. Martinez ◽  
Tracey Messer
Keyword(s):  
Experiential Learning ◽  
Organizational Development ◽  
Appreciative Inquiry ◽  
Experiential Learning Theory ◽  
Learning Space ◽  
Large Classes ◽  
Development Methodology ◽  
Large Enrollment ◽  
Large Groups ◽  
Kolb's Experiential Learning Theory

Experiential learning has been documented as an effective method for student learning, yet its use in large-enrollment classes remains limited. Kolb’s experiential learning theory emphasizes that experiential learning requires a hospitable learning space (HLS) that is conducive to learning. In this article, we reframe the challenges to experiential learning in large classes as a failure to create and maintain an HLS, and we propose Appreciative inquiry as one solution to this problem. Appreciative inquiry is an organizational development methodology that practitioners have successfully used to engage large groups to leverage their strengths and resources. First, we describe the HLS as an overarching theoretical framework to address the lack of engagement when conducting experiential learning in large classes. Second, we use the principles of Appreciative inquiry to provide actionable suggestions to instructors facing these challenges. Finally, through the use of appreciative inquiry, we argue that some characteristics of large classes can instead be viewed in an appreciative way as available resources to generate an engaging experiential learning process for students.

Organisational development, appreciative inquiry and the development of Psychologically Informed Environments (PIEs): part two: the pilot study and evaluation

2014 ◽  
Vol 17 (3) ◽  
pp. 131-141 ◽  
Author(s):  
Suzanne Quinney ◽  
Leo Richardson
Keyword(s):  
Positive Psychology ◽  
Appreciative Inquiry ◽  
Personal Development ◽  
Independent Living ◽  
Pilot Project ◽  
Emotional Awareness ◽  
Supported Housing ◽  
Organisational Development ◽  
Content Type ◽  
Development Approach

Purpose – Part One of this duo of papers outlined the appreciative inquiry (AI) philosophy, a strengths-based “positive psychology” and organisational development (OD) approach which is intrinsically creative and generative, and has been found to work well in many fields. The purpose of this paper is to describe its application in homeless hostels and demonstrates the benefits of using AI with the staff and residents, as both a personal development and an OD tool for hostels who want to become a psychologically informed environment (PIE). Design/methodology/approach – This is a case study exploring a new approach to the development of a PIE. The background of the approach and the way it contributes to a PIE as described in Part One is briefly summarised, and the implementation pilot project is discussed; the appreciative conversation and the 5 D cycle are key AI “tools” which were used. The inclusion of positive psychology approaches is referenced. In addition, in the spirit of evidence-generating practice in PIEs, preliminary quantitative and qualitative findings are reported to identify the outcomes of the approach – including client motivation, desire to build positive relationships, and increased emotional awareness. Findings – Residents responded very well to the approach, and a high proportion continued to apply their learning, making major steps towards independent living. This was backed up by quantitative data demonstrating effective outcomes for the supported housing sector, and qualitative themes start to illuminate the psychological processes behind the outcomes. The openness of PIEs to alternative psychologies is further demonstrated. The model was rolled out to other Westminster hostels. Originality/value – AI is well-established as an OD process and less well known as a personal development approach; but has not previously been articulated as a tool for working with hostel residents or for developing PIEs. This strength-based approach is an alternative to some of the problem-based psychological approaches that have been used. In addition, the AI intervention illustrated defining features of a PIE such as reflective awareness.

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